Increased Knowledge in Geometry and Instructional Practice

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Abstract
This study examined the effects on instruction of an intervention program designed to enhance teachers' knowledge of geometry and their knowledge of research on student cognition in geometry. Forty-nine middle-grade (4-8) teachers participated in a 4-week program consisting of a content course in geometry and a research seminar on van Hiele theory. The pretest and posttest results showed significant gains in content knowledge and in van Hiele level. The analysis of a lesson-plan task revealed a significant shift in goals and expectations to the next higher van Hiele level. Follow-up observations of 8 teachers found marked changes in what was taught, how it was taught, and the characteristics teachers displayed. Teachers attributed these changes to increased geometrical content knowledge and research-based knowledge of student cognition.

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